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dc.contributor.authorFronza I
dc.contributor.authorEl Ioini N
dc.contributor.authorCorral L
dc.contributor.editor
dc.date.accessioned2017-03-24T14:07:50Z
dc.date.available2017-03-24T14:07:50Z
dc.date.issued2016
dc.identifier.isbn978-1-4503-4452-4
dc.identifier.urihttp://dx.doi.org/10.1145/2978192.2978220
dc.identifier.urihttp://dl.acm.org/citation.cfm?id=2978220
dc.identifier.urihttp://hdl.handle.net/10863/1902
dc.description.abstractOver the years a number of methodologies have been proposed in Software Engineering to deal with systems design. High among them is visual thinking (VT). VT is a well known strategy to foster more ideas and generate consensus within a group. In this paper, we propose the application of VT in the design phase of computational thinking in the K-12 curriculum. The goal is to facilitate the interchange of ideas in a team of students, and assist on orchestrating an all-hands, brainstorming working strategy that ensures that all the participants speak and are listened, and that all the viewpoints are taken into account. We describe the results of an experience of visual thinking applied in the design phase across the K-12 curriculum. en_US
dc.language.isoenen_US
dc.publisherACMen_US
dc.rights
dc.titleTeaching Software Design Engineering Across the K-12 Curriculum: Using Visual Thinking and Computational Thinkingen_US
dc.typeBook chapteren_US
dc.date.updated2017-03-24T07:47:38Z
dc.publication.titleSIGITE '16: Proceedings of the 17th Annual Conference on Information Technology Education
dc.language.isiEN-GB
dc.description.fulltextnoneen_US


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